Pupil outcome: I can plan an answer to a question on the inevitability of fate in Shakespeare’s ‘Romeo and Juliet’. Key learning points: - Arguably, Shakespeare presents fate as inevitable throughout ‘Romeo and Juliet’. - Act 5, Scene 3...

Pupil outcome: I can create a thesis statement and topic sentences to explain how Shakespeare presents Romeo’s feelings about love in ‘Romeo and Juliet’. Key learning points: - A thesis statement is an overarching argument and should...

Pupil outcome: I can explain how violence and honour are presented in Act 3, Scene 1 of ‘Romeo and Juliet’. Key learning points: - Arguably, Shakespeare opens Act 3, Scene 1 with the expectation of violence through the pathetic fallacy...

Pupil outcome: I can create a thesis statement and topic sentences to explain how Priestley presents the older generation and their attitudes towards social responsibility. Key learning points: - A thesis statement is an overarching...

Pupil outcome: I can explore how Stevenson presents attitudes to social class through Utterson in ‘Jekyll and Hyde’ Key learning points: - Social divide is a key idea here, highlighted because the reader sees Soho through the middle...

Pupil outcome: I can analyse the dream settings in ‘Jekyll and Hyde’. Key learning points: - Mr. Utterson’s dream is full of images of evil and violence. - Stevenson writes the dream sequence in quick moving prose to mimic the shifting...

Pupil outcome: I can use feedback to improve my analytical writing about Scrooge. Key learning points: - The thesis statement, topic sentences and summary sentences offer structure to the argument - Textual evidence should be used to...

Pupil outcome: I can write a nuanced response on societal expectations in 'Romeo and Juliet'. Key learning points: - An essay should have a strong central argument. - Use an evaluative or critical thesis to “hang” your essay on and...

Pupil outcome: I can create topic sentences and plan effectively. Key learning points: - Planning topic sentences is an important part of the writing process. - Topic sentences are structurally important in supporting your overarching...

Pupil outcome: I can plan a letter using single paragraph outlines with a focus on using credible statistics, direct address and figurative language. Key learning points: - An open letter is written to a particular person or group but...

Pupil outcome: I can plan and write an extended and developed response about ‘An Inspector Calls’. Key learning points: - Use the essay question as a planning tool by annotating its keywords. - It's helpful to create a detailed plan...

Pupil outcome: I can explain Lord Capulet’s language around honour and violence in Act 3, Scene 5. Key learning points: - The implication that Juliet’s refusal makes her dishonourable suggests that women’s honour came from obedience. -...

Pupil outcome: I can plan and write two analytical paragraphs which explore the theme of power in Hanan Al-Shaykh’s ‘One Thousand and One Nights’. Key learning points: - You can make connections between the frame story of 'One Thousand...

Pupil outcome: I can create a plan that helps me to structure and prepare to write the first draft of a persuasive speech. Key learning points: - Considering the purpose, audience and form of writing can help you begin to make choices...

Pupil outcome: I can plan and write an engaging opinion article. Key learning points: - Voice is how you convey the identity of the writer - readers should have an understanding of who the writer is. - The writer's viewpoint should be...

Pupil outcome: I can explore Maya Angelou's poetic voice in well-structured analytical paragraphs. Key learning points: - We can make comments about Angelou's poetic voice by considering a number of her poems at the same time. - When...

Pupil outcome: I can use single paragraph outlines to plan a response. Key learning points: - Golding uses the novel to explore the true nature of human beings. - A cohesive argument unpacks one 'big idea' - each paragraph should work...

Pupil outcome: I can plan and structure a cohesive argument for a poetry comparison essay. Key learning points: - Introduction and topic sentences should use comparative and correlative conjunctions. - Within a wider similarity, explore...

Pupil outcome: I can compare how Robinson, Nichols, and Antrobus use language, form and structure to explore ideas of nature and identity in their poems. Key learning points: - Arguably, Robinson’s use of sensory language creates a sense...

Pupil outcome: I can select quotes that are analytically rich and explore textual details in full. Key learning points: - Quotes should be judiciously chosen. - Single paragraph outlines can be used to practice finding supporting...

Pupil outcome: I can explain how language creates social distinctions and divisions in 'Animal Farm'. Key learning points: - The language we use determines our relationships and connections with others. - As well as connections, language...

Pupil outcome: I can write a nuanced response on the manipulation of language and control in Orwell’s 'Animal Farm'. Key learning points: - An essay should have a strong central argument. - Use an evaluative or critical thesis to 'hang'...

Pupil outcome: I can explore how Orwell presents apathy and complicity in ‘Animal Farm’. Key learning points: - Arguably, Benjamin's language conveys apathy throughout 'Animal Farm'. - We might see Orwell as suggesting that Benjamin's...

Pupil outcome: I can explain how Berry uses contrast and structural progression to express ideas of connection and humanity in 'On an Afternoon Train from Purley to Victoria, 1955'. Key learning points: - Berry may have utilised...